Denver Public Schools Denver, CO June 6, 2011 Overview Session Presented by Dr. Kimberley L. Chandler Curriculum Director Center for Gifted Education The College of William and Mary klchan@wm.edu 757-221-2588
Agenda
Introduction
Curriculum Framework
Constructing Meaning Through Literature
Questions Introduction Learner Needs The Integrated Curriculum Model
Learner Characteristics and Corresponding Emphases in the Curriculum THE LEARNER
Precocity
(Advanced development in some
curricular area)
Intensity
(Capacity to focus and
concentrate for long periods of time)
Complexity
(Can engage in high level
and abstract thinking) Language Arts Curriculum Framework Language Arts Curriculum Goals
To develop analytical and interpretive skills in literature
To develop persuasive writing skills
To develop linguistic competency
To develop listening/oral communication skills
To develop reasoning skills in LA
To understand the concept of change in the LA
Language Arts Units Beyond Words (gr. 1-2) Journeys and Destinations (gr. 2-3) Literary Reflections (gr. 4-5) Patterns of Change (gr. 4-6) Autobiographies and Memoirs (gr. 5-6) Persuasion (gr. 6-7) The 1940s: A Decade of Change (gr. 7-9) Utopia: Man’s Changing Ideas of the Ideal (gr. 7-9) Threads of Change in 19th Century American Literature (gr. 8-10) Change Through Choices (gr. 10-12)
Research-Based
LA Teaching Models
Concept Development Model
Literature Web
Hamburger Model
Dagwood Model
Reasoning Model
Research Model
Vocabulary Web Assessment of Learning Outcomes
Pre- and post-assessments for literary analysis and interpretation, persuasive writing, and grammar
Portfolio of writing assignments, literature and vocabulary webs, other work
Research project and oral presentation
Response journal
Unit evaluation Grading Considerations
Portfolio materials (persuasive writing; literary analysis)
Research project and oral presentation
Response journal
Homework Major Findings - Language Arts
Significant and important treatment effects for literary analysis and interpretation and for persuasive writing
No significant gender effects
Student performance showed that additional attention was needed to enhance higher-level thinking and elaboration skills.
Students were able to improve significantly after unit instruction regardless of the grouping model employed.
Students enhanced their learning each time they were exposed to the units and maintained their level of achievement between interventions across the years. Constructing Meaning
Through Literature Criteria for Selecting Unit Literature
Challenging for high-ability learners
Appropriate multicultural literature
Concept of change Criteria for Selecting Literature for Gifted Readers
Rich, varied, precise, complex, exciting language
Open-ended, with capacity to inspire contemplative behavior
Complex, leading to interpretive and evaluative behaviors
Help build problem-solving skills
Role models
Broad-based in form Baskin & Harris, 1980
Considerations for Multicultural Literature
General accuracy
Avoidance of stereotypes
Authentic, up-to-date, age-appropriate language
Attention to author’s perspective
Currency of facts and interpretations
Concept of audience
Integration of cultural information
Balance and multidimensionality
Accurate and appropriate illustrations -- Miller-Lachman, 1992 Literature Web - Full Form Literature Web Key Words: What were some words and phrases that were especially interesting or important? What words were new to you? Feelings: What feelings did you get reading the passage? What feelings did the characters have? How were those feelings expressed? Ideas: What was the main idea? What other major ideas and concepts were important? What was the author trying to say about those ideas? Images/Symbols: How did the author use description and imagery in the novel? What sensory images came to your mind? How did the author use symbols? Structure: What type of writing was this? What literary and style elements did the author use? How did the structure of the writing contribute to the meaning of the novel? May identify such features as: use of unusual time sequence in narrative, use of voice, use of figurative language, etc.
.
Grandmother Moon
Each day is a journey,
a leaving home,
over paths that wind
between rocks and bog.
Behind each rock
is a shadow;
behind each shadow,
a flower,
or a wellspring,
or a trembling rabbit,
or an unfolding fern Building Textual Understanding
Underlying Assumption: Discourse that promotes
understanding needs direction, focus, and movement towards
goal.
Marking (focusing)
Revoicing (repeating student ideas)
Turning back (textual or student-based)
Recapping (synthesizing)
Modeling (thinking aloud)
Annotating (providing information) Beck & McKeown, 1996
Follow-Up Questions
What is a journey? What words or phrases can you use to describe a journey?
How is a journey like a day? What important characteristics of a day is the poet trying to emphasize by calling a day a journey? How are a day and a journey different?
What does the poet mean by the words “as day unrolls itself along the road toward night”?
How is traveling, or movement in a place or space, like living in time? Assessment for Literary Analysis
and Interpretation
Short reading selection (poem, short story, fable, essay)
Four short-answer questions assess analysis and interpretation through focus on main idea/central theme (2 questions), quote analysis, and explication of connection to unit concept.
Rubric rates responses on 0-8 scale per question, for total possible score of 32 points.
Pre- and post-assessments are drawn from same genre. Resource Book Online Resources
Poetry and Literature Center of the Library of Congress: http://www.loc.gov/poetry/
Contact Information Kendall/Hunt Publishing Company 4050 Westmark Drive Dubuque, IA 52004-1840 1-800-247-3458 www.kendallhunt.com Consultant
Contact Information Dr. Kimberley L. Chandler Center for Gifted Education The College of William and Mary P.O. Box 8795 Williamsburg, VA 23187-8795 klchan@wm.edu 757-221-2588
for High Ability Learners
Denver Public Schools
Denver, CO
June 6, 2011
Overview Session
Presented by
Dr. Kimberley L. Chandler
Curriculum Director
Center for Gifted Education
The College of William and Mary
klchan@wm.edu
757-221-2588
Agenda
Introduction
Curriculum Framework
Constructing Meaning Through Literature
Questions
Introduction
Learner Needs
The Integrated Curriculum Model
Learner Characteristics and Corresponding Emphases in the Curriculum
THE LEARNER
Precocity
(Advanced development in some
curricular area)
Intensity
(Capacity to focus and
concentrate for long periods of time)
Complexity
(Can engage in high level
and abstract thinking)
Language Arts Curriculum Framework
Language Arts Curriculum Goals
To develop analytical and interpretive skills in literature
To develop persuasive writing skills
To develop linguistic competency
To develop listening/oral communication skills
To develop reasoning skills in LA
To understand the concept of change in the LA
Language Arts Units
Beyond Words (gr. 1-2)
Journeys and Destinations (gr. 2-3)
Literary Reflections (gr. 4-5)
Patterns of Change (gr. 4-6)
Autobiographies and Memoirs (gr. 5-6)
Persuasion (gr. 6-7)
The 1940s: A Decade of Change (gr. 7-9)
Utopia: Man’s Changing Ideas of the Ideal (gr. 7-9)
Threads of Change in 19th Century American Literature (gr. 8-10)
Change Through Choices (gr. 10-12)
Research-Based
LA Teaching Models
Concept Development Model
Literature Web
Hamburger Model
Dagwood Model
Reasoning Model
Research Model
Vocabulary Web
Assessment of Learning Outcomes
Pre- and post-assessments for literary analysis and interpretation, persuasive writing, and grammar
Portfolio of writing assignments, literature and vocabulary webs, other work
Research project and oral presentation
Response journal
Unit evaluation
Grading Considerations
Portfolio materials (persuasive writing; literary analysis)
Research project and oral presentation
Response journal
Homework
Major Findings - Language Arts
Significant and important treatment effects for literary analysis and interpretation and for persuasive writing
No significant gender effects
Student performance showed that additional attention was needed to enhance higher-level thinking and elaboration skills.
Students were able to improve significantly after unit instruction regardless of the grouping model employed.
Students enhanced their learning each time they were exposed to the units and maintained their level of achievement between interventions across the years.
Constructing Meaning
Through Literature
Criteria for Selecting Unit Literature
Challenging for high-ability learners
Appropriate multicultural literature
Concept of change
Criteria for Selecting Literature for Gifted Readers
Rich, varied, precise, complex, exciting language
Open-ended, with capacity to inspire contemplative behavior
Complex, leading to interpretive and evaluative behaviors
Help build problem-solving skills
Role models
Broad-based in form
Baskin & Harris, 1980
Considerations for Multicultural Literature
General accuracy
Avoidance of stereotypes
Authentic, up-to-date, age-appropriate language
Attention to author’s perspective
Currency of facts and interpretations
Concept of audience
Integration of cultural information
Balance and multidimensionality
Accurate and appropriate illustrations
-- Miller-Lachman, 1992
Literature Web - Full Form
Literature Web
Key Words: What were some words and phrases that were especially interesting or important? What words were new to you?
Feelings: What feelings did you get reading the passage? What feelings did the characters have? How were those feelings expressed?
Ideas: What was the main idea? What other major ideas and concepts were important? What was the author trying to say about those ideas?
Images/Symbols: How did the author use description and imagery in the novel? What sensory images came to your mind? How did the author use symbols?
Structure: What type of writing was this? What literary and style elements did the author use? How did the structure of the writing contribute to the meaning of the novel? May identify such features as: use of unusual time sequence in narrative, use of voice, use of figurative language, etc.
.
Grandmother Moon
Each day is a journey,
a leaving home,
over paths that wind
between rocks and bog.
Behind each rock
is a shadow;
behind each shadow,
a flower,
or a wellspring,
or a trembling rabbit,
or an unfolding fern
Building Textual Understanding
Underlying Assumption: Discourse that promotes
understanding needs direction, focus, and movement towards
goal.
Marking (focusing)
Revoicing (repeating student ideas)
Turning back (textual or student-based)
Recapping (synthesizing)
Modeling (thinking aloud)
Annotating (providing information)
Beck & McKeown, 1996
Follow-Up Questions
What is a journey? What words or phrases can you use to describe a journey?
How is a journey like a day? What important characteristics of a day is the poet trying to emphasize by calling a day a journey? How are a day and a journey different?
What does the poet mean by the words “as day unrolls itself along the road toward night”?
How is traveling, or movement in a place or space, like living in time?
Assessment for Literary Analysis
and Interpretation
Short reading selection (poem, short story, fable, essay)
Four short-answer questions assess analysis and interpretation through focus on main idea/central theme (2 questions), quote analysis, and explication of connection to unit concept.
Rubric rates responses on 0-8 scale per question, for total possible score of 32 points.
Pre- and post-assessments are drawn from same genre.
Resource Book
Online Resources
Poetry and Literature Center of the Library of Congress: http://www.loc.gov/poetry/
Academy of American Poets: http://www.poets.org
Glossary of Poetic Terms: http://www.poeticbyway.com/glossary.html
Glossary of Literary Terms: http://www.virtualsalt.com/litterms.htm
Questions
Kendall/Hunt Publishing
Contact Information
Kendall/Hunt Publishing Company
4050 Westmark Drive
Dubuque, IA 52004-1840
1-800-247-3458
www.kendallhunt.com
Consultant
Contact Information
Dr. Kimberley L. Chandler
Center for Gifted Education
The College of William and Mary
P.O. Box 8795
Williamsburg, VA 23187-8795
klchan@wm.edu
757-221-2588